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Integrated Physics and Chemistry

(6) Science concepts. The student knows the impact of energy transformations in everyday life.

The student is expected to:

1. describe the law of conservation of energy;
2. investigate and demonstrate the movement of heat through solids, liquids, and gases by convection, conduction, and radiation;
3. analyze the efficiency of energy conversions that are responsible for the production of electricity such as from radiant, nuclear, and geothermal sources, fossil fuels such as coal, gas, oil, and the movement of water or wind;
4. investigate and compare economic and environmental impacts of using various energy sources such as rechargeable or disposable batteries and solar cells;
5. measure the thermal and electrical conductivity of various materials and explain results;
6. investigate and compare series and parallel circuits;
7. analyze the relationship between an electric current and the strength of its magnetic field using simple electromagnets; and
8. analyze the effects of heating and cooling processes in systems such as weather, living, and mechanical.

(8) Science concepts. The student knows that changes in matter affect everyday life.

The student is expected to:

1. distinguish between physical and chemical changes in matter such as oxidation, digestion, changes in states, and stages in the rock cycle;
2. analyze energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks to classify them as endergonic or exergonic reactions;
3. investigate and identify the law of conservation of mass;
4. describe types of nuclear reactions such as fission and fusion and their roles in applications such as medicine and energy production; and
5. research and describe the environmental and economic impact of the end-products of chemical reactions.

Biology

(4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions.

The student is expected to:

1. identify the parts of prokaryotic and eukaryotic cells;
2. investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules;
3. compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and
4. identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria.

(5) Science concepts. The student knows how an organism grows and how specialized cells, tissues, and organs develop.

The student is expected to:

1. compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and bones to show specialization of structure and function;
2. identify cell differentiation in the development of organisms; and
3. sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole.

(6) Science concepts. The student knows the structures and functions of nucleic acids in the mechanisms of genetics.

The student is expected to:

1. describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA;
2. explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA);
3. identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes;
4. compare genetic variations observed in plants and animals;
5. compare the processes of mitosis and meiosis and their significance to sexual and asexual reproduction; and
6. identify and analyze karyotypes.

(7) Science concepts. The student knows the theory of biological evolution.

The student is expected to:

1. identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities, and embryology; and
2. illustrate the results of natural selection in speciation, diversity, phylogeny, adaptation, behavior, and extinction.

(8) Science concepts. The student knows applications of taxonomy and can identify its limitations.

The student is expected to:

1. collect and classify organisms at several taxonomic levels such as species, phylum, and kingdom using dichotomous keys;
2. analyze relationships among organisms and develop a model of a hierarchical classification system based on similarities and differences using taxonomic nomenclature; and
3. identify characteristics of kingdoms including monerans, protists, fungi, plants, and animals.

(9) Science concepts. The student knows metabolic processes and energy transfers that occur in living organisms.

The student is expected to:

1. compare the structures and functions of different types of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids;
2. compare the energy flow in photosynthesis to the energy flow in cellular respiration;
3. investigate and identify the effects of enzymes on food molecules; and
4. analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment.

(10) Science concepts. The student knows that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits.

The student is expected to:

1. interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune;
2. compare the interrelationships of organ systems to each other and to the body as a whole; and
3. analyze and identify characteristics of plant systems and subsystems.

(11) Science concepts. The student knows that organisms maintain homeostasis.

The student is expected to:

1. identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis;
2. investigate and identify how organisms, including humans, respond to external stimuli;
3. analyze the importance of nutrition, environmental conditions, and physical exercise on health; and
4. summarize the role of microorganisms in maintaining and disrupting equilibrium including diseases in plants and animals and decay in an ecosystem.

(12) Science concepts. The student knows that interdependence and interactions occur within an ecosystem.

The student is expected to:

1. analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles;
2. interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism;
3. compare variations, tolerances, and adaptations of plants and animals in different biomes;
4. identify and illustrate that long-term survival of species is dependent on a resource base that may be limited; and
5. investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids.

(13) Science concepts. The student knows the significance of plants in the environment.

The student is expected to:

1. evaluate the significance of structural and physiological adaptations of plants to their environments; and
2. survey and identify methods of reproduction, growth, and development of various types of plants.

Chemistry

(12) Science concepts. The student knows the factors that influence the solubility of solutes in a solvent.

The student is expected to:

1. demonstrate and explain effects of temperature and the nature of solid solutes on the solubility of solids;
2. develop general rules for solubility through investigations with aqueous solutions; and
3. evaluate the significance of water as a solvent in living organisms and in the environment.

Physics

Not applicable.